ACPET is the Australian Council for Private Education and Training - the national industry association for independent providers of post-compulsory education and training, for Australian and international students, including Higher Education, Vocational Education and Training, English Language Courses, Senior Secondary Studies and Foundation Studies The ACPET Mission is to enhance quality, choice, innovation and diversity in Australian education and training for individual, state and national development. ACPET works pro-actively and co-operatively with government, education and training providers, industry and community organisations, in order to ensure that vocational and higher education and training services provide choice and diversity, and well-targeted, appropriately delivered courses that are widely accessible and of high quality. ACPET has a long history in engaging private providers in e-learning through the Australian Flexible Learning Framework.
Funding has enabled Professional Development training for over 900 workshops and Start Up Group participants from over 500 RTOs nationally.
ACPET Victoria, with the support of the State Government, has funded professional development for more than 460 RTO staff involved in over 70 funded project teams and Mentoring groups.
Participating organisations included 5 RTOs across 5 States targeting 12 NBN rollout sites:
WA Kingston Training and Employment WA Australasian Academy of Cosmetic Dermal Science
NBN Roll out sites: Geraldton, Mandurah, South Perth, Victoria Park, Meadow Springs NSW BCA National NBN Roll out sites:Armidale, Sydney
NT BCA National NBN Roll out site:Darwin
SA Community Services Training and Development Centre NBN Roll out sites:Willunga, Aldinga Beach, Seaford
Vic JobCo NBN Roll out site:Brunswick
Our project covered three areas:
Trialling innovative programs using high capacity connection specifically for video
Facilitating VET programs
Preparing organisational readiness models for delivering training and assessment services
vStream was a large project made up of smaller projects. Five RTOs over six locations ran small projects and the information gathered was fed into a larger project – vStream. The RTOs trialled innovative programs using high capacity connection specifically the use of video and facilitated VET programs with each RTO choosing a specific unit of competency, course or program to trial. The RTOs then provided information for the preparation of an organisational readiness model through the development of an NBN enabled RTO Capability Framework.
vStream aimed to build the capability and capacity of private RTOs by experimenting and developing e-learning and e-assessment tools, platforms and systems with a focus on common freeware and cost-effective tools, using cloud applications for video streaming and mobile technologies, including iPads.
Five RTOs in four states, working across various industry areas, collaborated to develop high definition video content and pilot interactive, synchronous video communication and recordings for e-learning, e-assessment, and online RPL purposes. With sound e-learning experience, each RTO was ready to move to the next level, exploring opportunities that the NBN provides, particularly with much faster speed and more access for learners. The project makes use of the tools and technologies in the documentation of the project outcomes. The objectives were to:
Experiment and develop e-learning, e-assessment, online RPL tools, platforms and systems
Use common freeware, cost-effective tools and cloud applications
High definition video streaming and communication, using mobile technologies, including iPads
Explore telepresence for tutors, trainers, assessors, learners
Develop an RTO NBN-enabled capability framework for application by RTOs nationally
The information gathered during the project enabled development and valiation of an ‘RTO NBN enabled capability framework’. This framework articulates the initial benchmark and progress of the participating RTOs. As an output of the project, this framework will be able to be utilised by other RTOs to assist in determining readiness - capability strengths, gaps and workforce development needs.
The project team consisted of:
Joy deLeo as Project Manager from ACPET
Sherrill Lister as Project Coordinator from ACPET
Wendy Perry as Project Manager from Workforce BluePrint
Melanie Worrall as Project Coach/Facilitator from The Klevar Group.
Each role within the project team was defined, with Joy taking care of the project contract, reporting and finances, Sherrill managing the communication and online meetings, Wendy managing the project scope, structure, reporting, capability framework and presentations, and Mel working one-on-one with participants and facilitating the fortnightly professional development sessions by webinar. Five RTOs involved were on a continuum of capability from advanced through to foundation level in relation to their digital capability. With respect to exposure to the NBN, only 1 RTO was connected - JobCo at their Brunswick office. All project teams had some knowledge of the NBN as stated in the original expressions of interest, in which RTOs were asked about their level of elearning experience. The team considered it important to build upon existing capability rather than starting from scratch.
There was a mix of industry areas represented as listed below, which reflects the diversity of ACPET members: Health and Beauty; Business Services; Community Services (i.e. Aged Care, Community Care); Financial Services; Conservation and Land Management; and Dental Assisting.
Two people from each participating RTO were expected to attend the professional development and one-on-one sessions and manage their own project plan. This provided a back up for leave and work commitments and also consistency of relationships over the project. All teams expected that they would had access to the NBN and with limited experience it took time to help RTOs see how they could use the NBN into the future. As an early activity, each RTO self-assessed against the NBN Capability Framework with common skill gaps found including:
Market research
Digital images
SEO
Digital/mobile games
Music (use) and sound (editing)
Intellectual Property issues
Storylines and treatments
Web and social media
Providing each RTO with an individual report was helpful and this process informed the areas for focus in the professional development schedule.
Results of the digital capability framework showed that the teams all had different levels of digital capability. Conversations with the teams showed this impacted on their expectations. The teams with less digital capability (and less internal IT support) had few expectations beyond being able to do things faster. Whereas the teams with higher levels of digital capability (and more internal IT support), had expectations about how the faster speeds would enable changes in their delivery methodologies. From this starting point, the issues that were faced were linked to the level of expectation and digital capability.
vStream started before the end of 2011 with a couple of online meetings to talk through the opportunity to be involved, answer questions and refine the scope of the project.
Each participating RTO developed their own project plan reflecting the overall plan for the vStream project. As part of their individual projects, RTOs worked through connection issues, developing and piloting the use of high definition video, internal politics, resource management, ownership and IT issues.
Regular fortnightly online meetings reinforced the project communication and helped participants to build their skills and knowledge base with an action learning approach enabling participants to try things out straight away.
Circulating contact details, connecting via LinkedIn, agreeing rules of engagement, outlining profiles on the wiki and establishing and populating a moodle site meant that project members were accessible to each other and were able to get to know each other well.
Each RTO was asked to complete the capability framework. The process took around 15 minutes to assess their organisational capability level against this framework which is mapped to units of competency from National Training Packages. With an individual assessment, RTO’s were able to use this report in their individual project plan and as a basis for feedback on strengths and development needs to the project team.
When the results of the capability framework were known, the project team supported the individual teams to prepare their projects and identify when support would be required, as well as finalise the fortnightly PD topics.
The NBN Enabled RTO Capability Framework reflected the following mix of skills and capabilities:
The full report is available: ACPET vstream E-learning Training Needs Analysis
To support the individual projects, the team project activities included:
Vstream Program meetings, action planning, communication
using Elluminate or video conferencing
Vstream Program Induction
Organisational readiness assessment against NBN Enabled RTO Capability Framework
Action research and action learning workshops (fortnightly)
Progress meetings on individual action plans
Development phase, testing and review
Facilitation and delivery of pilot programs (at least 10 learners per RTO)
Review of Vstream pilot program
Draft and final report, dissemination strategies
The program structure included: 1. Moodle + NBN-enabled RTO Capability Framework 2. Video streaming via cloud (You Tube, Vimeo) + NBN opportunities and business planning 3. Audio streaming (sound cloud) + TED Talks 4. Video conferencing using VLE software (Centre, Blackboard Collaborate, Webex) + Intellectual property and copyright 5. Skype + Telepresence and teleworking 6. Online RPL , iPads and mobile technologies 7. Virtual Worlds + simulated workplace environments 8. Collaborative tools – Twitter, Yammer + Culturally appropriate content 9. QR codes – creative uses and Microsoft Tag 10. Project review meeting
For E-learning, E-Assessment and Online RPL – Workbased Learning project - Using, collecting and making high definition video content:
Equipment and Software
Audio and Sound recordings
Lighting and Vision systems
Digital images and devices
Multimedia and files
Music
Interactive content
For one team, time was a barrier since the demands of the training environment impacted heavily on the availability of members of the team and it became increasingly difficult to find the time to implement the action plan within the timeframes of the overall project. During their trialling, they had difficulty in showing a short quality video on their existing e-learning platform through apps share, which was disappointing. They have identified they will require discussion with the developer to address the issues of resolution and downloading speed. In addition, ongoing professional IT support would possibly be required to support them in the future. All teams found the online sessions with the project facilitators were very informative and the PD moodle site provided useful resources and research information.
Other issues to arise included: Gaining access to the NBN and connected venues – the project team used Willunga as one site to experience the NBN and linked with participants to demonstrate what the connection could be like. Some of the trialling was done from this site.
Speeds – generally slow and especially wireless
Systems – (e.g. the CSTDC online meeting room had significant difficulties showing video)
RTOs have a variety of models – from insourcing to outsourcing
Examples of what not to do with video recording…
Time and resources
The NBN provides opportunities for the delivery and assessment of students. The perception of this ranges from the ability to push materials to the student faster to the opportunities to update delivery and assessment methodologies. Across the RTOs in this project, those who started thinking about speeds, came to realise the potential to refresh their delivery and assessment methodologies.
The following information provided by Job Co, shows the impact of the project on their organisation. Being relatively new to their e-learning journey, JobCo required a process to manage the project, This involved the development of an RTO specific website with the infrastructure capability to enable Moodle integration with assorted plugins including a Virtual Classroom (Big Blue Button) and an e-portfolio (Mahara). The design of this was a complex task involving close collaboration with IT and L&D departments and involving a range of hardware, software and classroom upgrading to enable VC facility for learners unable to work from home. Further, there was backend infrastructure to be managed, designed and developed to enable learners to login and access the LMS as well as communicate with their trainers and other students. Concurrently The Business of Work course was being deconstructed, clustered, reconstructed, and mapped back to ensure full compliance with 5 selected units. The design of the e-learning program included four topic areas each with subtopics and linked activities along with e-assessment tasks to determine learner take-up.
The Community Services Training and Development Centre (CSTDC) team found their initial idea was too ambitious within the timeframe, so were forced to re-evaluate their project to a more realistic outcome. This was to learn the basic requirements to produce an informative and comprehensive training product that could be developed for use for the future roll out of the NBN in rural and remote areas. Their initial set up costs to develop virtual classroom e-learning was covered by the benefits of the ability to potentially deliver a unit of competency or qualification, including practical skill training, to anywhere in Australia. This then represents cost savings in the long run, as it widens the horizons for an RTO to go beyond the limitations of distance, travel costs and availability of a vocationally competent and qualified trainer having to be ‘on-site’ to deliver and assess the learner.
As they currently do not have access to the NBN, they will need to see if the project has ongoing benefits for the RTO and their clients. However, from the knowledge that they have gathered about the NBN throughout the project it is envisaged that future benefits to their organisation will eventuate in a broader, faster and better delivery of training service to many more Australians.
Further, it appears that the NBN as a learning/teaching tool will provide a better learning experience for their learners and allow their lecturers to explore delivery and assessment methods that are currently unavailable to them.
Outputs originally included:
5 Case Studies (1 from each RTO – ‘how to’ - story)
1 video output per RTO (where appropriate inclusion of ‘how to’ guides)
Tools and Resources list (utilised throughout the project)
Professional Development (action learning) sessions and one-on-one coaching
NBN-enabled RTO Capability Framework
Fact sheet on teleprescence and teleworking in VET
RTO project plans and ACPET NBN E-Learning project plan
The main outcome for the project has been capability development in using video within 4 RTOs and the documentation of an outsourced model for the fifth RTO. Connections, relationships and examples of video outputs along with the experience of the project management team has shown the time, energy, effort and support needed for RTOs to be NBN enabled.
Editing and producing short videos and how to add ‘voice’, learning about developing a storyboard which gives direction and purpose to the video were learning outcomes. Scripting to ensure that the video flows and covers critical aspects of skills required for training demonstration as well as the incorporating of still photos can also appeal to a broader learner market.
The time it takes to produce a good video was a surprise to most participants.
Here are our videos!
Please note that these videos are not final products and are at various stages of completion. Therefore, not all meet accessibility standards (none have closed captions). The videos are to demonstrate the various levels of development across our teams. We have provided a text alternative for the short videos. The BCA video was a trial to record student presentations (15 mins), if you would like a text alternative of this video please contact the project team, who can supply you with one.
vStream team – Our day at Willunga
Job Co - Bike man
Manual Handling
Two more videos are available for viewing although can not be loaded to the wiki. If you would like to see the Decontamination video or the Student Videos, please send the wiki organisers a message.
The original idea was for in-house capability building in the use of video enabled by the NBN. In reality, this approach worked for 4 RTOs with the fifth preferring a completely outsourced approach. With outputs it was originally thought that participants would develop multiple videos, however in reality the use of existing videos and the story boarding, recording and editing of 1 video was more realistic and achievable in the timeframe.
The RTO teams became more aware of what is involved to add richer content to the current e-learning delivery methodology and what is ‘out there’ regarding applications to assist with this. In building our confidence with technology, the team members became very excited about the future possibilities in expanding their content and delivery services through applications such as live streaming to tablets and smart phones. They also learnt about other applications and freeware that was available to them.
Some found that their initial ideas were too ambitious within the timeframe and so were forced to re-evaluate project outcomes to a more realistic outcome which was to learn the basic requirements to produce an informative and comprehensive training product that could be developed for use for the future roll out of the NBN in rural and remote areas. Things to be aware of before embarking on a project of this nature:
Ensuring that you understand what is required of the team and the time commitment that will be involved.
More explicit and realistic information regarding the application process and what will be required if successful
More time and resources required to successfully develop and complete the project
Being realistic about what can be achieved within timeframes.
Having a good understanding about what you want to achieve
Auditing the skills of your team
About outsourcing Common description of project experiences were about the learning curve and the time it takes to integrate new ideas and technologies into practice. First, teams didn’t know what they didn’t know. Second, time was the biggest factor that participants did not allow for. Time to sit together and nut things out. Time to brainstorm ideas. Time to put ideas into action and time to discuss all the new things learned along the way and how best to use these in future. One team indicated that if they were to run another project like this, they would schedule half a day per week to it and work at a pace that would enhance their learning, development and application of all the new ideas to which they were exposed.
One of the teams outsource their e-learning development. Their rationalet was due to the variablisation of costs. They were unsure of the extent and impact of online capabilities on the business, the decision to outsource was primarily driven by cost. Initial research indicated that a program Articulate could be used effectively to develop an online learning platform by imbedding audio into Powerpoint. At the same time a cheap IT services provider was sourced, who had a small start-up and was very interested to develop competencies in the project. The online service was initially created very cost-effectively and at a fraction of the cost of employing a full-time IT staff member.
The outsourced team bring a range of capabilities to the RTO. The team now have grown from a small one man band to a multi-personnel organisation that deals with everything IT from SEO to marketing. We have the same ‘founding’ partner dedicated to our programming needs in relation to our online Student Management System, which was purpose built for us and designed to deal with CRM from initial enquiry through to certification of the student. Our creatives also provide design services and have created sister sites including a recruitment site for the exclusive use of our students. Our site is currently going through a redesign for aesthetic and SEO purposes.
As a result of the relationship with the creative team, they are able to focus on a different set of capabilities with their team. The RTO staff focus on content and administration. Lecturers often update online audiovisual presentations. The site has regular news feeds updated by our admin staff. All student administration is conducted via the online Student Management System. Our sister recruitment and a site launched to promote safe dermal therapies are also maintained by our admin staff.
Working within constrained budgets means outsourcing is a viable alternative to absorbing costs of recruitment and retaining full-time creative staff. In some cases it is the difference between getting an e-learning project off the ground and not, as would have been the case in the early stages of our experience. The limitations include the demands in having to communicate through a channel manager can be challenging. Instructions made to a unit manager relying detail to creatives who relay clarification back through their manager quite often results in meaning gets somehow lost in translation, and a Chinese whispers Syndrome takes shape debilitating progress. This can also represent drag on financial resources, if communication mechanisms are not in place.
Lessons learnt:
Source your contractor with references.
Ensure all scope of works are clearly understood by your creatives and by yourself. Intro, milestone and exit face-to-face meetings are very helpful.
Ensure all scope of works are quoted in detail.
Try to deal directly with creative actually progressing your work, though this may require a ‘plain-English’ translator.
Ensure you can cater to an over-budget margin.
As a result of the the existing knowledge and experience of e-learning, and the journey undertaken to explore and enhance the training delivery and assessment, the project teams could further share their existing knowledge, tools used and new knowledge with other organisations as they continue to develop their product.
The project has provided a range of outputs to support the integration of e-learning in other organisations. More specifically, here are some tips about video development:
Develop a story board giving direction and purpose for what you are doing and what the outcome is to be
Develop a script to ensure the video and photos flow and are covering the critical aspects of the skill required
Do it one step at a time! – break down the steps into short 2 to 4 minute video segments
Add ‘still shot’ photos for illustration, in addition to the video, or to highlight a step in the process
Allow time between video segments for diversity of learning styles and be mindful of literacy, language and numeracy issues.
To support other teams, we also have the following supporting resources:
Learning and assessment mapping template (add Learning and Assessment Mapping Template/docx)
Session plan template (add Session Plan Template.docx)
ACPET is the Australian Council for Private Education and Training - the national industry association for independent providers of post-compulsory education and training, for Australian and international students, including Higher Education, Vocational Education and Training, English Language Courses, Senior Secondary Studies and Foundation Studies
The ACPET Mission is to enhance quality, choice, innovation and diversity in Australian education and training for individual, state and national development. ACPET works pro-actively and co-operatively with government, education and training providers, industry and community organisations, in order to ensure that vocational and higher education and training services provide choice and diversity, and well-targeted, appropriately delivered courses that are widely accessible and of high quality.
ACPET has a long history in engaging private providers in e-learning through the Australian Flexible Learning Framework.
For vStream, ACPET was supported by Wendy Perry from Workforce BluePrint as Project Manager and Melanie Worrall from The Klevar Group.
Participating organisations included 5 RTOs across 5 States targeting 12 NBN rollout sites:
WA Kingston Training and Employment
WA Australasian Academy of Cosmetic Dermal Science
NBN Roll out sites: Geraldton, Mandurah, South Perth, Victoria Park, Meadow Springs
NSW BCA National
NBN Roll out sites: Armidale, Sydney
NT BCA National
NBN Roll out site: Darwin
SA Community Services Training and Development Centre
NBN Roll out sites: Willunga, Aldinga Beach, Seaford
Vic JobCo
NBN Roll out site: Brunswick
Our project covered three areas:
- Trialling innovative programs using high capacity connection specifically for video
- Facilitating VET programs
- Preparing organisational readiness models for delivering training and assessment services
vStream was a large project made up of smaller projects.Five RTOs over six locations ran small projects and the information gathered was fed into a larger project – vStream.
The RTOs trialled innovative programs using high capacity connection specifically the use of video and facilitated VET programs with each RTO choosing a specific unit of competency, course or program to trial.
The RTOs then provided information for the preparation of an organisational readiness model through the development of an NBN enabled RTO Capability Framework.
vStream aimed to build the capability and capacity of private RTOs by experimenting and developing e-learning and e-assessment tools, platforms and systems with a focus on common freeware and cost-effective tools, using cloud applications for video streaming and mobile technologies, including iPads.
Five RTOs in four states, working across various industry areas, collaborated to develop high definition video content and pilot interactive, synchronous video communication and recordings for e-learning, e-assessment, and online RPL purposes. With sound e-learning experience, each RTO was ready to move to the next level, exploring opportunities that the NBN provides, particularly with much faster speed and more access for learners. The project makes use of the tools and technologies in the documentation of the project outcomes.
The objectives were to:
- Experiment and develop e-learning, e-assessment, online RPL tools, platforms and systems
- Use common freeware, cost-effective tools and cloud applications
- High definition video streaming and communication, using mobile technologies, including iPads
- Explore telepresence for tutors, trainers, assessors, learners
- Develop an RTO NBN-enabled capability framework for application by RTOs nationally
The information gathered during the project enabled development and valiation of an ‘RTO NBN enabled capability framework’. This framework articulates the initial benchmark and progress of the participating RTOs. As an output of the project, this framework will be able to be utilised by other RTOs to assist in determining readiness - capability strengths, gaps and workforce development needs.The project team consisted of:
- Joy deLeo as Project Manager from ACPET
- Sherrill Lister as Project Coordinator from ACPET
- Wendy Perry as Project Manager from Workforce BluePrint
- Melanie Worrall as Project Coach/Facilitator from The Klevar Group.
Each role within the project team was defined, with Joy taking care of the project contract, reporting and finances, Sherrill managing the communication and online meetings, Wendy managing the project scope, structure, reporting, capability framework and presentations, and Mel working one-on-one with participants and facilitating the fortnightly professional development sessions by webinar.Five RTOs involved were on a continuum of capability from advanced through to foundation level in relation to their digital capability. With respect to exposure to the NBN, only 1 RTO was connected - JobCo at their Brunswick office.
All project teams had some knowledge of the NBN as stated in the original expressions of interest, in which RTOs were asked about their level of elearning experience. The team considered it important to build upon existing capability rather than starting from scratch.
There was a mix of industry areas represented as listed below, which reflects the diversity of ACPET members: Health and Beauty; Business Services; Community Services (i.e. Aged Care, Community Care); Financial Services; Conservation and Land Management; and Dental Assisting.
Two people from each participating RTO were expected to attend the professional development and one-on-one sessions and manage their own project plan. This provided a back up for leave and work commitments and also consistency of relationships over the project.
All teams expected that they would had access to the NBN and with limited experience it took time to help RTOs see how they could use the NBN into the future.
As an early activity, each RTO self-assessed against the NBN Capability Framework with common skill gaps found including:
Providing each RTO with an individual report was helpful and this process informed the areas for focus in the professional development schedule.
Results of the digital capability framework showed that the teams all had different levels of digital capability. Conversations with the teams showed this impacted on their expectations. The teams with less digital capability (and less internal IT support) had few expectations beyond being able to do things faster. Whereas the teams with higher levels of digital capability (and more internal IT support), had expectations about how the faster speeds would enable changes in their delivery methodologies. From this starting point, the issues that were faced were linked to the level of expectation and digital capability.
vStream started before the end of 2011 with a couple of online meetings to talk through the opportunity to be involved, answer questions and refine the scope of the project.
Each participating RTO developed their own project plan reflecting the overall plan for the vStream project. As part of their individual projects, RTOs worked through connection issues, developing and piloting the use of high definition video, internal politics, resource management, ownership and IT issues.
Regular fortnightly online meetings reinforced the project communication and helped participants to build their skills and knowledge base with an action learning approach enabling participants to try things out straight away.
Circulating contact details, connecting via LinkedIn, agreeing rules of engagement, outlining profiles on the wiki and establishing and populating a moodle site meant that project members were accessible to each other and were able to get to know each other well.
Each RTO was asked to complete the capability framework. The process took around 15 minutes to assess their organisational capability level against this framework which is mapped to units of competency from National Training Packages. With an individual assessment, RTO’s were able to use this report in their individual project plan and as a basis for feedback on strengths and development needs to the project team.
When the results of the capability framework were known, the project team supported the individual teams to prepare their projects and identify when support would be required, as well as finalise the fortnightly PD topics.
The NBN Enabled RTO Capability Framework reflected the following mix of skills and capabilities:
The full report is available: ACPET vstream E-learning Training Needs Analysis
To support the individual projects, the team project activities included:
The program structure included:
1. Moodle + NBN-enabled RTO Capability Framework
2. Video streaming via cloud (You Tube, Vimeo) + NBN opportunities and business planning
3. Audio streaming (sound cloud) + TED Talks
4. Video conferencing using VLE software (Centre, Blackboard Collaborate, Webex) + Intellectual property and copyright
5. Skype + Telepresence and teleworking
6. Online RPL , iPads and mobile technologies
7. Virtual Worlds + simulated workplace environments
8. Collaborative tools – Twitter, Yammer + Culturally appropriate content
9. QR codes – creative uses and Microsoft Tag
10. Project review meeting
For E-learning, E-Assessment and Online RPL – Workbased Learning project - Using, collecting and making high definition video content:
For one team, time was a barrier since the demands of the training environment impacted heavily on the availability of members of the team and it became increasingly difficult to find the time to implement the action plan within the timeframes of the overall project.
During their trialling, they had difficulty in showing a short quality video on their existing e-learning platform through apps share, which was disappointing. They have identified they will require discussion with the developer to address the issues of resolution and downloading speed. In addition, ongoing professional IT support would possibly be required to support them in the future.
All teams found the online sessions with the project facilitators were very informative and the PD moodle site provided useful resources and research information.
Other issues to arise included:
Gaining access to the NBN and connected venues – the project team used Willunga as one site to experience the NBN and linked with participants to demonstrate what the connection could be like. Some of the trialling was done from this site.
The NBN provides opportunities for the delivery and assessment of students. The perception of this ranges from the ability to push materials to the student faster to the opportunities to update delivery and assessment methodologies. Across the RTOs in this project, those who started thinking about speeds, came to realise the potential to refresh their delivery and assessment methodologies.
The following information provided by Job Co, shows the impact of the project on their organisation. Being relatively new to their e-learning journey, JobCo required a process to manage the project, This involved the development of an RTO specific website with the infrastructure capability to enable Moodle integration with assorted plugins including a Virtual Classroom (Big Blue Button) and an e-portfolio (Mahara). The design of this was a complex task involving close collaboration with IT and L&D departments and involving a range of hardware, software and classroom upgrading to enable VC facility for learners unable to work from home. Further, there was backend infrastructure to be managed, designed and developed to enable learners to login and access the LMS as well as communicate with their trainers and other students. Concurrently The Business of Work course was being deconstructed, clustered, reconstructed, and mapped back to ensure full compliance with 5 selected units. The design of the e-learning program included four topic areas each with subtopics and linked activities along with e-assessment tasks to determine learner take-up.
The Community Services Training and Development Centre (CSTDC) team found their initial idea was too ambitious within the timeframe, so were forced to re-evaluate their project to a more realistic outcome. This was to learn the basic requirements to produce an informative and comprehensive training product that could be developed for use for the future roll out of the NBN in rural and remote areas.
Their initial set up costs to develop virtual classroom e-learning was covered by the benefits of the ability to potentially deliver a unit of competency or qualification, including practical skill training, to anywhere in Australia. This then represents cost savings in the long run, as it widens the horizons for an RTO to go beyond the limitations of distance, travel costs and availability of a vocationally competent and qualified trainer having to be ‘on-site’ to deliver and assess the learner.
As they currently do not have access to the NBN, they will need to see if the project has ongoing benefits for the RTO and their clients. However, from the knowledge that they have gathered about the NBN throughout the project it is envisaged that future benefits to their organisation will eventuate in a broader, faster and better delivery of training service to many more Australians.
Further, it appears that the NBN as a learning/teaching tool will provide a better learning experience for their learners and allow their lecturers to explore delivery and assessment methods that are currently unavailable to them.
Outputs originally included:
- 5 Case Studies (1 from each RTO – ‘how to’ - story)
- 1 video output per RTO (where appropriate inclusion of ‘how to’ guides)
- Tools and Resources list (utilised throughout the project)
- Professional Development (action learning) sessions and one-on-one coaching
- NBN-enabled RTO Capability Framework
- Fact sheet on teleprescence and teleworking in VET
- RTO project plans and ACPET NBN E-Learning project plan
The main outcome for the project has been capability development in using video within 4 RTOs and the documentation of an outsourced model for the fifth RTO. Connections, relationships and examples of video outputs along with the experience of the project management team has shown the time, energy, effort and support needed for RTOs to be NBN enabled.Editing and producing short videos and how to add ‘voice’, learning about developing a storyboard which gives direction and purpose to the video were learning outcomes. Scripting to ensure that the video flows and covers critical aspects of skills required for training demonstration as well as the incorporating of still photos can also appeal to a broader learner market.
The time it takes to produce a good video was a surprise to most participants.
Here are our videos!
Please note that these videos are not final products and are at various stages of completion. Therefore, not all meet accessibility standards (none have closed captions). The videos are to demonstrate the various levels of development across our teams.
We have provided a text alternative for the short videos. The BCA video was a trial to record student presentations (15 mins), if you would like a text alternative of this video please contact the project team, who can supply you with one.
Two more videos are available for viewing although can not be loaded to the wiki. If you would like to see the Decontamination video or the Student Videos, please send the wiki organisers a message.
The original idea was for in-house capability building in the use of video enabled by the NBN. In reality, this approach worked for 4 RTOs with the fifth preferring a completely outsourced approach. With outputs it was originally thought that participants would develop multiple videos, however in reality the use of existing videos and the story boarding, recording and editing of 1 video was more realistic and achievable in the timeframe.
The RTO teams became more aware of what is involved to add richer content to the current e-learning delivery methodology and what is ‘out there’ regarding applications to assist with this. In building our confidence with technology, the team members became very excited about the future possibilities in expanding their content and delivery services through applications such as live streaming to tablets and smart phones.
They also learnt about other applications and freeware that was available to them.
Some found that their initial ideas were too ambitious within the timeframe and so were forced to re-evaluate project outcomes to a more realistic outcome which was to learn the basic requirements to produce an informative and comprehensive training product that could be developed for use for the future roll out of the NBN in rural and remote areas.
Things to be aware of before embarking on a project of this nature:
About outsourcing
Common description of project experiences were about the learning curve and the time it takes to integrate new ideas and technologies into practice. First, teams didn’t know what they didn’t know. Second, time was the biggest factor that participants did not allow for. Time to sit together and nut things out. Time to brainstorm ideas. Time to put ideas into action and time to discuss all the new things learned along the way and how best to use these in future. One team indicated that if they were to run another project like this, they would schedule half a day per week to it and work at a pace that would enhance their learning, development and application of all the new ideas to which they were exposed.
One of the teams outsource their e-learning development. Their rationalet was due to the variablisation of costs. They were unsure of the extent and impact of online capabilities on the business, the decision to outsource was primarily driven by cost. Initial research indicated that a program Articulate could be used effectively to develop an online learning platform by imbedding audio into Powerpoint. At the same time a cheap IT services provider was sourced, who had a small start-up and was very interested to develop competencies in the project. The online service was initially created very cost-effectively and at a fraction of the cost of employing a full-time IT staff member.
The outsourced team bring a range of capabilities to the RTO. The team now have grown from a small one man band to a multi-personnel organisation that deals with everything IT from SEO to marketing. We have the same ‘founding’ partner dedicated to our programming needs in relation to our online Student Management System, which was purpose built for us and designed to deal with CRM from initial enquiry through to certification of the student. Our creatives also provide design services and have created sister sites including a recruitment site for the exclusive use of our students. Our site is currently going through a redesign for aesthetic and SEO purposes.
As a result of the relationship with the creative team, they are able to focus on a different set of capabilities with their team. The RTO staff focus on content and administration. Lecturers often update online audiovisual presentations. The site has regular news feeds updated by our admin staff. All student administration is conducted via the online Student Management System. Our sister recruitment and a site launched to promote safe dermal therapies are also maintained by our admin staff.
Working within constrained budgets means outsourcing is a viable alternative to absorbing costs of recruitment and retaining full-time creative staff. In some cases it is the difference between getting an e-learning project off the ground and not, as would have been the case in the early stages of our experience. The limitations include the demands in having to communicate through a channel manager can be challenging. Instructions made to a unit manager relying detail to creatives who relay clarification back through their manager quite often results in meaning gets somehow lost in translation, and a Chinese whispers Syndrome takes shape debilitating progress. This can also represent drag on financial resources, if communication mechanisms are not in place.
Lessons learnt:
As a result of the the existing knowledge and experience of e-learning, and the journey undertaken to explore and enhance the training delivery and assessment, the project teams could further share their existing knowledge, tools used and new knowledge with other organisations as they continue to develop their product.
The project has provided a range of outputs to support the integration of e-learning in other organisations.
More specifically, here are some tips about video development:
To support other teams, we also have the following supporting resources:
Contact Information
For further information regarding this NBN E-Learning project, please contact:
Name: Joy de Leo
Organisation: ACPET
Phone: 08 8221 51 90
Email Joy.deLeo@acpet.edu.au
Website: http://flexiblelearning.net.au